Staff Profiles

Dr. Serefete Mable Molosiwa did her PhD. in Special Education at the University of Botswana. She also got an Advanced Cert. in SpEd at the Univ. of Illinois, US. Focus on mild disabilities. She previously did an MEd. And Advanced DipEd. From Univ. of Manchester, UK-Focus was on severe LDs & IDit

In addition to the above qualifications, she has a BEd. English & Ed. as well as a Cert. in Science Education from the University of Botswana, and a Diploma in Secondary Education (English and Environmental Science/Geography) from the University of Botswana and Swaziland. She published articles covering a wide range of topical issues, including inclusive education, curriculum access, assessment, reading, school dropout, and others in refereed journals. She also authored a number of book chapters on a wide selection of topics including action research, assessment, autism, inclusion, universal education, cerebral palsy, and inclusive education. She contributed in the development of the Botswana Inclusive Education Policy. Her areas of specialization are in training teachers of children with developmental delays, particularly  learning disabilities and intellectual impairments. She also offers generic courses including gifted education, assessment of disabilities and educational assessment of learners with disabilities, and teaching learners with Attention-Deficit Hyperactivity Disorder. Her areas of research interest include, reading, learner-assessment, inclusive education, curriculum access, action-research and using ICT during teaching. As an advocate for people living with disabilities, she did community service with Special Olympics Botswana for over 10years where she served as deputy-chair and advisor on intellectual disability issues.

She has taught different courses including; Introduction to special education, Special Education, Diagnostic teaching of students with LDs, Ed. of students with ADHD, Remediation of students with Lds, School programs for students with Lds, Assessment of students with disabilities, Teaching gifted students, Careers for students with learning disabilities, Curriculum and instructional methods for students with MR, methods of teaching students with MR and supervised undergraduate research project 

Inclusion and Inclusive Education

Educational Assessment

Teacher training 

Curriculum Access

Diversity in the classroom

Developmental Disabilities - impact on the family

Home literacy experience for children who are struggling to read

Nutritional value of prepacked food for preschoolers

Educational transition of learners with cerebral palsy in Botswana

Parent Absence Impact on an Adolescent-Learner in Botswana Schools

Molosiwa, S., Malatsi, N., Batsalelwang, K., Kgarebe, T., Chirwa,J., Sibisibi, M., Bonno, K., Modisa, D. A. & Tsimakoko, K. (2020). The Impact of Having a Child with Cerebral Palsy: An Exploratory Case Study of Seven Mothers in Gaborone, Botswana. In Disability is not Inability: A Quest for Inclusion and Participation of People with Disability in Society, James N. Amanze & Fidelis Nkomazana, (Eds.), 210-224. 

Molosiwa, S. M., Mukhopadhyay, S., Tsayang, G., & Malatsi, N. (2018). Inetervention for students with reading difficulties in inclusive classrooms: 

Botswana teachers' practices. Mosenodi Journal of Education

Molosiwa, S. M., & Mpofu, J. (2017). Practices and opportunities of inclusive education in Botswana 

In Inclusive Education in African Contexts (pp. 65-84). Brill Sense.

Molosiwa, S., Mukhopadhyay, S., & Moswela, E. (2016). Accessing the general curriculum for

students with learning disabilities: Challenges and oppor